Web3D – a Tool for Modern Education in Biology · 2010-07-02 · Web3D – a Tool for Modern...

Web3D – a Tool for Modern Education in Biology

TOMAZ AMON Center for scientific visualization (www.bioanim.com)

Ljubljana, Slovenia

[email protected] Abstract-Web3D or virtual reality on the web used interactive, immersive three-dimensional worlds, not to be

mistaken with video clips. We write here about our experiences and suggestions on this attractive technique, which we

use and develop for more than ten years. Our field of work is natural science e.g. biology.

Keywords- Web3D; web virtual reality; biology; medicine; physics

I.INTRODUCTION

The young generation is faced today with many

sources of information, sometimes too rich to be

digested “in time”. In addition young people are

not keen to accept any more the traditional ways

of teaching that emerged before the age of

computers, internet and mobile phones. Many

studies show that in young generation the

interest for experimental sciences is much lower

as it was some decades ago. So we need new

educational tools that provide modern means of

teaching and understanding the science. Cleverly

used computer – aided education with the help of

educational games and virtual reality worlds

provides here a significant step forward.

In addition the world is becoming more and

more globally connected. Europe and Asia

(especially China) experience today a much

more intensive exchange of knowledge and

information as it was the case some years ago.

Since the cultural history of these countries is

very different, it is necessary to devise tools that

make the cooperation easier and lead to less

“culture shocks” that often appear when people

that have grown up in different cultures meet and

need to work together on the same project. New

software tools that combine art, education and

science and are tightly connected with “the real

world” can be of great help here.

II. BACKGROUND

.

Combining Science with Art.

As we are studying the diversity of living beings,

often some associations pass through our minds.

Why not to catch them and to help us remember

and understand better what we are studying?

Why not to work on two levels simultaneously:

the one level being the scientific and the other

the artistic, the latter expressing our thoughts that

are still not shaped formally enough to become

the matter of the scientific research? It is easier

to combine this with the help of nice pictures

(fig.1)in the virtual reality world (VR) as in the

real one. In the same VR world you can study

the VR models of diverse animals and plants

while the other models around you reflect

through their shape, colour and animation or

video the interesting associations stimulating

yours and students’ imagination. Scientists,

teachers and artists do not work just in their

offices. Their creative ideas accompany them

also in their free time when they take

photographs, make art works or record video. So

a tool combining their “professional” work with

their “private art work in free time” gives rise to

new ideas and stimulates the motivation. We

want to describe in outline some interesting

software tools and tell how we are designing and

producing the educational games in the virtual

reality. These educational games teach about

some hot topics in the nature around us – like

water pollution or radiation originating from cell

phones, sun, microwave ovens etc.

WSEAS TRANSACTIONS on BIOLOGY and BIOMEDICINE Tomaz Amon

ISSN: 1109-9518 200 Issue 3, Volume 7, July 2010

Figure 1. Beautiful patterns are a popular decorative element, they stimulate our imagination and help us to obtain fresh ideas. So why

not to use them as a starting point in communication? The web links that these pictures contain do not point to the descriptions of objects as shown on the pictures, but the pictures stimulate

us to follow up the association we get when looking at the picture, deciding to select it as the "right one".

The upper collection of pictures is about the forest and garden, while below dominate the "wall impressions ". Such an arrangement of the links is definitely useless in order to reach a precise goal, but is may become a kind of a computer game or computer relaxation - the start of comparing and discussing the ways of thinking of friends from different places and cultures. So also

the pictures shown here are taken from different places on the world - Slovenia, China and Italy.



III. BIODIVERSITY AND “RANDOM PATTERNS”

Biodiversity means the diversity of living

beings. There are so many species of the

animals and plants around us that even no

specialist can know them all. It is like the

field full of different flowers or forest full of

different leaves. For us such “random”

patterns have always presented a challenge.

It seems that we have inherited the love for

the semi - ordered or unordered patterns –

noise in other words. Thousands of flowers

on the field or leaves in the forest are for us

both beautiful and challenging. We tend to

find some pattern - some solution in this

seemingly unordered world. Maybe the

origin of this lies in the old times when our

ancestors were searching for some edible

plant or animal that might be hiding there.

Or it was necessary to spot a wild animal

that was hidden in the forest canopy. The

ability to do this was of vital importance to

man and so it simply had to be also

interesting for him. It has been challenging

to our brain to filter it out from the noise

surrounding it. We also like to play games

based on the uncertainty of random numbers

- like throwing the cube. The biodiversity

attracts us maybe also because it is so

variable that it seemingly resembles a noise

pattern. So why not to use this passion to

learn and explore the structure of living

organisms and their evolution? One can use

different “noisy” patterns to compose music

(fig.2). Or let the computer produce a

random pattern of simple objects of different

shapes and textures in the virtual reality. The

user can point to the objects which he finds

interesting and also the ones that he finds

disturbing. So he influences the evolution of

the model. As the model gets more defined

in its shape, the user needs to help in the

creation of the systems of organs, like the

skeleton, the way of moving, the sensory

system etc. So a new “living being” is

created both by the random process and the

influence of the user. The computer

simulation helps the user to test the

efficiency of the new organism in the

ecosystem. For example, if the way of

moving of the organism is not in accordance

with its sensory system (e.g. the eyes or

tactile organs are on the back) such an

organism gets bad survival chances.

Why not to combine such a study with

interesting associations and art inventions as

well as with the computer games? But the

goal here is not to play in the first hand. We

want to study, learn and explore while

enjoying our work. This is the fundamental

concept of the tools and initiatives that we

describe in this chapter. It helps us to follow

the ways of biodiversity, the structures and

functions of the living beings but in a way to

keep afloat also our intuition and art feeling

to get new ideas during the study instead of

becoming sleepy because of studying boring

lists facts.



Figure 2. The program SoftStep and other programs from the Algorithmic Arts 2006 make possible to produce music from the images,

fractal patterns or even genetic information of our DNA. Of course one can compose or influence the composed music with numerous filters, clocks and other parameters. So it is possible to produce interesting music in an intuitive and simple way.

IV. TOWARDS A TOOL FOR EXPLORING

MODERN EDUCATION, ART AND SCIENCE

Background

Present biology education sources are mainly

textbooks and the study of living material like

observing and dissecting animals or plants.

Books are very practical if you have them and

they are not too many. On the other hand, if a

student doesn’t have the appropriate textbook he

typically visits internet to learn about the topics

he is interested in. In contrast to books, which

are practical because they do not need any

special rendering equipment, one needs a

computer to visit internet and authoring of rich

and attractive high quality internet content might

be technically more difficult than writing a book.

Today we are confronted with enormous inflow

of information we have to digest daily. The

classical style of a textbook becomes obsolete

when simply uploaded as a website on the web

server – because it requires too much time to

read. A good web page should explain in

minutes something what would require hours of

study from a classical book. However, when we

find the relevant information, we often turn back

to the classical book style to read the details

slowly and clearly. The key to such an

enhancement of the speed of learning are the

interactive illustrations, animations and web3D

worlds with relative little text, but a lot of

expression. For example, biological structures

and processes are especially suited for such a

representation because they all occur in space.

Technology now enables us to use a rich variety

of web3D tools. The first to appear was VRML

(Virtual Reality Modelling Language) –ref .

Photography, video, HDV and Web3D

Computer virtual reality, filming and

photography – three different technologies, but

now more and more connected. I was lucky to

photograph for 30 years, shoot video for 20 years

and do computer virtual reality for 10 years. I



mention this because I always wanted to join the

photography and video with “modern”

technologies of the time. So my way of creation

has been influenced by the technology that was

available to me. For example, with virtual reality

worlds on the web ten years ago one had to take

care that objects with not too many polygons

were published on the server and the file sizes of

the textures (images on the models’ surfaces)

was small enough. The idea of broadcasting the

video on the web was more or less unrealistic. So

at that time modern (and still alive!) VRML –

Virtual Reality Modeling Language was very

practical because e.g. to produce a sphere one

only needs to write the name “Sphere”, add its

location in space, the radius and optionally the

texture description and so with less than 50 bytes

you publish on the web a nice sphere with many

polygons that are not downloaded through the

internet, but created on the fly at the user’s

platform. The more advanced VRML node is

called the “Extrusion” which is defined by its

“spine ” and “cross sections”. We modeled this

way for example the human middle ear, which is

less than 100KB large (Fig.3). The VRML

worlds of that time as you can see e.g. on

Bioanim (2006) are instructive, but they lack the

richness of good graphics which we experience

in professional films and computer games. So the

next step (fortunately connected with the

increased internet speed nowadays) is to make

the web3D look more professional. We decided

to do this in the Macromedia (now Adobe)

Director (Macromedia 2006)–ref with the virtual

reality capabilities which include not only nice

graphics but also Havok physics simulation

engine. Because VRML plugin has not become

popular and there are rumors that also Java is not

used on all computers, we chose to publish on

the web mainly HTML and Flash content as well

as video and allow the users then to download

the Director virtual reality worlds to use them

later on offline or online.

Figure 3. The VRML model of the human middle and inner ear. The models are the extrusions what makes them very small in the file

size.

There is a significant difference between video

and internet: Video is typically just to watch and

internet is interactive. We expect to go to cinema

or to watch TV and not to do anything else

except getting the information and eating

popcorn during the show. On the other hand

internet is an interactive experience, like going to

a library and searching for books there. So

according to this definition, internet is more a

tool to work while TV and film is more for

relaxing or “relaxed learning”. Of course also the

opposite can happen, but most of us expect to

relax when watching video. The authors need to

know this habit of their audience well; otherwise



they might disseminate their products to the

wrong target audience.

A combination of entertainment and education is

called edutainment. Basically any modern

education needs to be interesting; too, otherwise

it is only a data bank or just an obsolete way of

education. We today expect to become motivated

for some topics by our teacher and the teachers

who do not succeed here, lose much of the

impact of their lesson. Edutainment can be very

variable in the regard of the percentage

education: entertainment. So one would

immediately think that edutainment with a high

percentage of entertainment and just a bit of

education is naturally more attractive as if

composed the opposite way. But it is in fact the

expectance of the user which is crucial here. So a

software tool that makes easier the study of the

living cell structure and function is quite

different from a computer game one uses to play

and then learn at the same time a bit of the

cytology.

The advantage of the virtual reality (VR) is that

it appears in space where we can walk or fly and

is completely interactive. So a lot of textual or

spoken explanations regarding the cell structure

and function become unnecessary since the user

already sees it and interacts with it. VR worlds

can also have very nice and detailed pictures on

the surface of their models. These pictures are

called textures (fig.4). Imagine a plane in the VR

space bearing the texture which is the picture of

the living cell structure. As you travel in the

space above this picture, it helps you to learn this

way: The cell nucleus pops up like a volcano

when you are above it, the same happens with

mitochondrion etc. So it is much easier to

remember the names of the cell organelles if they

“emerge out of the picture” when you study

them. However, good pictures are also very large

(10MB or more per picture) because they need to

retain high definition also when the user is

inspecting the picture from a very close distance.

So the virtual reality worlds with many pictures

(textures) become huge in file size and therefore

more appropriate for local use. Their web

variants have smaller textures, stimulating us to

download the detailed version to our computer.

Figure 4. Maybe the most rudimentary of influencing the picture in the 3D world. The picture above (the photography of a stone relief

in grass) is the texture put on a polygonal mesh in Macromedia Director. The mesh is created “on the fly” what means that it is not

imported into the world as a model, but instead the coordinates of the vertices are given and the model is built and refreshed while we are moving with our avatar around in the virtual world. The avatar here is the blue shark, just the same as shown in fig.4 and the deformation shown here is a “growing volcano”. So it is possible to make any desired deformation on the model that is covered by the

picture - e.g. pointing out some interesting details on the image as we approach their locations. Such a tool can have both educational and artistic values.



As I bought my first HDV (high definition

video) camera a year ago, it was a real discovery

to me! High definition video is a kind of

marriage of the video with photography. Before

it appeared, we had used to say: “Video is nicer

because it effortlessly captures the action and

sound, but photography has a much better

resolution and so it is better for recording details

and expressing moments frozen in time”. With

HDV suddenly both issues become technically

possible during the same act of shooting. An

image captured during playback of a HDV is

good enough to be used also as a good web

photograph. Officially it has the same resolution

as had my first digital photo camera, but when I

compare the photos, it is clear that the ones

captured from the HDV are far better. So it is not

just the formally declared resolution that is

important, but also the way the picture is

internally processed in the camera. There is also

another interesting phenomenon that I noticed

during the summer holidays. A big ship was

passing quite far away from the coast. I filmed it

with HDV and then also made some photos with

the same video camera, but in the photo modus.

After I inspected the photographs and video I

tried to read out the name of the ship. Although

the resolution of the still image was twice the

HDV video camera resolution, I could read the

name of the ship on the video, but not on the still

photos! The continuously changing picture of the

video gives our brain more information as the

fixed image, in spite of the fact that the fixed

photograph has a better resolution! Especially for

documentaries HDV is of great value. We just

primarily shoot the video. If we have

opportunity, we use also the still digital camera

to make good photos. But in case the target is

gone, we have already captured useful photos in

the previously recorded HDV.

Cell-Tissue-Body Project

Our web3D project named “Cell-Tissue-Body”

explains with VRML worlds some of the

biological structures and functions that are

difficult to understand from the textbooks only.

The project was supported by the Ministry of

Education in Slovenia (2000) and is now

accepted as one of the official learning tools for

biology in Slovene secondary and primary

schools. The project is available for free in

Slovene, English and Chinese language.

As we were producing the software package we

were working together with teachers to obtain

their feebback in order to make our product

better. First of all they asked not only to produce

web3D worlds. but to paint also the illustrations

like the illustrations of classical textbooks. In

other words, there appeared the need to enable a

smooth transition from the classical textbook

style to the web-textbook and finally web3D

worlds. So we added also the illustrated atlas in

Adobe PDF format which could be printed on

paper and displayed also with traditional

projectors. This resulted from the fact that in

Slovene schools the computers and the projector

are typically located together in a special room

(“computer room”).

In one of the first phases of the project we were

exploring the major requirements for a project

bringing virtual reality worlds into the

classroom. We asked the teachers and students

about their needs. Teachers wanted that the

project does not only contain the interactive

computer software, but printable transparencies

as well. Regarding the content it was decided to

primarily explain topics that are difficult to

understand from the textbooks only. For

example, to investigate the structure and function

of the living cell, one needs special equipment

(microscope) and then the microscope images

have to be further explained in order to

understand them. There is a common practice in

schools to use video equipment to record

microscope images. This represents the starting

point for spatial visualization (fig.5). The

digitized (microscope) image is undergoes

treatment with an image editing program so that

the structural entities come to different images.

Then the picture is reassembled into a dynamic

HTML web page so that user that glides with the

mouse over some structural detail instantly gets

information about it: the detail becomes

highlighted while other elements are shown in

gray.



Figure 5. The picture of a mitochondrion on the left, its drawing (middle) and its virtual reality model (right). The noise on the left

picture is eliminated on the drawing, while the 3D model tells us about the real form of the mitochondrion. It is modelled in VRML using the so called LOD (level of detail) function. This means that when our camera is far away the mitochondrion looks like a simple

cylinder with the outer more permeable membrane (shown here as a patchwork) and the inner membrane. As we approach the

mitochondrion, it “opens” (in fact being replaced by another model that is partly open) and we see the invaginations inside which bear the enzyme complexes for the respiratory cycle.

Figure 6. Comparison of a 2D drawing and its corresponding virtual reality world. The object are the different morphologies of the

taste buds in our tongue. The drawing on the left is simple, expressive and immediately illustrates the difference between three kinds of taste buds. Excellent to retrieve just the fact – in this case the shape difference.

On the other hand, the virtual reality world on the right seems to be more complicated at the first glance. The “hose” with arrows

denotes a typical itinerary through this world with our camera. Altough the shapes are not so clear and straightforward as on the drawing left, they (because they are 3D models) give a richer impression. If you are diving “inside” you are likely to remember better

the different taste bud morphologies.

Understanding the taste receptors (fig.6),

bioelectricity and the potentials on the synaptic

membrane is often difficult for students. We

provide here some animations and simulations

that help to understand at the first glance what

happens on the excitable biological membrane.

First we made a simulation where the student

gets two compartments containing two kinds of



ionic solutions. Initially the compartments are

separated by a membrane not permeable to any

ions. If this membrane is made a semi-permeable

that lets through larger ions, but not the smaller

ones, an equilibrium soon takes place where the

diffusion forced get balanced with the electric

forces – the smaller ions would diffuse through

the semi-permeable membrane out of the

compartment, but they are attracted back by the

electrical forces of larger ions which cannot

diffuse through the membrane. The bioelectrical

potential builds across the membrane. In this

phase the user can add channels to the

membrane. Opening such a channel depolarizes

the membrane, but after the channel gets closed

again, the resting potential is re-established. So

the student plays producing bioelectric spikes

and learns about the postsynaptic and action

potentials. He can place on the membrane also

the ion pump which pumps the ions thorough the

membrane against their concentration gradient

thus increasing the resting membrane potential.

After gaining the understanding of the processes

on the molecular level we advance to the cellular

level to study the mechanism of the synaptic

connection between two cells. There is provided

the “classical” illustrated material and

animations describing the neuronal synapse with

the presynaptic cell which contains synaptic

vesicles that contain the synaptic transmitter

molecules. The electrical depolarization is the

trigger which makes the vesicle membrane to

fuse with the outer cell membrane and the

transmitter molecules enter the synaptic cleft.

The transmitter diffuses rapidly and some of its

molecules hit the receptor molecules of the

membrane channels on the postsynaptic

membrane. We provided a VRML world where

the user can virtually travel with a transmitter

molecule through the membrane channel. He

triggers the process by clicking with the mouse

on the pre-synaptic cell. The transmitter

molecules are released and reach the membrane

channel of the postsynaptic membrane. The

activation gate opens, and sodium ions pass

through the channel into the cell interior. We

also follow their path, go through the channel

and come out in the interior of the cell. We see

how the channel “trembles” as it rapidly goes

very fast from its open and closed states for

several times and finally, as the transmitter

molecules diffuse away, the gate. We modeled

the channel, which is composed of several

subunits, so that we first created one subunit

from extrusions only and then copied the

remaining units as instances of the first one. The

functionality was achieved through VRML

script. The whole VRML world is less than

80KB large. We produced two versions: one to

be observed with VRML plugin and the other

one to be observed without any plugin by the

help of the Shout3D applets.

To learn about the more complex relationships in

the nervous system we chose the field cricket as

the model animal. In contract to humans or

mammals, the nervous system of insects contains

much less cells and is easier to study and to

understand. There has been done much research

on the processing of acoustical information in

insects, especially crickets. The acoustical

communication is necessary for the survival of

the cricket as a species. The male emits the

chirping sound and the female finds the male so

that it locates the sound source. Scientists studied

this behavior so that they put a female cricket on

a rotating sphere of about 50cm diameter. There

were loudspeakers next to the sphere emitting the

male sound and the female was running towards

them. The sphere was rotated by several motors

so that the animal always stayed on the top of it

(the cricket’s position was monitored by the

video camera which supplied information to the

computer controlling the motors). With the

animal running in the same place during the

whole experiment the neural mechanism of

searching for the sound source was studied. This

technique was refined so far that it was even

possible to record the electrical activity of nerve

cells in the running animal.

Our visualization also starts showing the cricket

walking on the virtual ball. As we approach to

the animal, its body gradually opens (the level-

of-detail function replaces the closed model with

the open one) and the nervous system is

revealed. The selected nerve cells are modeled

with their colors changing as they conduct the

nerve impulses. In the next virtual world the user

approaches the prothoracic ganglion – one of the

most important centers processing of the

acoustical information. There he can adjust with

sliders the intensity of the incoming neural

information input and observe the way how the

omega cells process this information.

Another example of one of our functional models

is the structure and function of the human eye.

First a simplified model of the eye is shown

which opens as we approach it to reveal its main

structural parts: cornea, lens, choroid and retina.

The path of the light through the eye is shown as

a semitransparent cone that connects the object

we are looking at and its inverse picture on the



retina. Now the user has two possibilities – to

learn about the color vision or to experiment why

we sometimes need glasses to correct our sight.

The virtual world where one learns about the

color vision is composed of a source of light, the

object we are looking at and the model of the

eye. The intensity of the light can be varied with

a slider. At low light intensity we see with rods.

These receptor cells are relatively very sensitive

to light but they do not enable color vision. We

visualized this fact by “sending” black-and-white

pictures of the object from the retina to the visual

nerve. When the user increases the light

intensity, the other receptor cells - cones in the

eye become active. Now we see colors. This is

shown in the model as you could guess, by

sending color pictures from the retina to the optic

nerve.

In the other virtual world the student can deform

the round shape of the eye and so study why

there is sometimes the need to wear glasses. He

has three buttons that elongate, shorten or restore

the original shape of the eye and two sliders

which control the focal distance of the eye lens

and the lens - object distance, respectively. The

inverted image of the object is projected to the

retina. When the user changes with the first

slider the distance of the object, he has to change

accordingly also the focal distance of the lens to

restore the sharp image back on the retina

surface. This goes so far as the eye keeps its

original shape. However, when the eye gets

deformed, it is no more possible to adjust the

vision properly. The student has to click on the

model of the right “contact lens” to apply it to

the eye and he can then correct the sight of his

deformed model.

Rgames and Lake pollution projects

Rgames (fig.7) are educational games

explaining the hazards that can be provoked

by radiation, impairing the living cell and

hence also our organisms. This is the

entering point to teach about the function

and structure of our genetic and cellular

system and the possible dangers arising in

this respect. We use the web technologies

like web3D, Havok physical simulations and

DHTML to produce spontaneously attractive

teaching material and electronic interactive

“textbooks” covering selected topics that are

taught in the secondary and primary schools

in Europe and are difficult to learn from

only paper textbooks.

Figure 7. Our “home made” software tool used to learn or play in virtual reality and/or multimedia. The picture on the upper left shows the space (learning about astronomy) while the picture on lower left shows the model of a short segment of DNA

(desoxyribonucleid acid). Its bases are set on springs thanks to the Havok physics simulation. So when our avatar (the spaceship on



the lower right image) fires a projectile – the photon modelled as a sphere with spines – it may hit the DNA base and make it vibrate.

The vibration reflects the instability of the real DNA when hit by a photon of great energy like UV or gama waves. The middle picture shows the integration of video in the virtual reality world. It is possible to play video and one can clip it with a clipping mask like the butterfly shape here.

We created a web portal explaining some of

the themes that are now much discussed by

young people and difficult to teach only

with written or spoken explanation. We

concentrated on the themes connected with

the living cell and its genetics like radiation

– from natural (visible or invisible) sunlight

to other radiation sources (radioactivity).

The living organisms face radiation from the

early times of the evolution of life on Earth.

Radiation has harms as well as benefits for

the living beings. It is also an excellent

starting point to play, explore and learn in

the virtual reality environment.

We made the experiments’ designs

according to the suggestions of experts in

physics and biology and we accepted the

pedagogical theories of expansive learning

and constructivism, where student learns as

he constructs things.

First we made our models with Z-Brush

modeler, then added animations in Discreet

Plasma and finally ported the functional

models into the Adobe Director, where the

final product was assembled and further

programmed. In Director we programmed

the code related to the virtual reality world,

while the educational game engine itself was

done in Macromedia Flash and then ported

to Director. So it was possible to produce in

addition to the virtual reality Director world

also a “planar” Flash version of our game

that is running well also on older computers

that children or some schools sometimes still

have. This Flash – Director combination

enhances also the collaboration between

pupils. They can write their Flash code – a

simple game for example. After playing it in

Flash planar environment they can plug it

into our Director code (with models and 3D

world already available there) and instantly

they get a real virtual reality game. So their

motivation for learning natural sciences gets

enhanced.

In the virtual simulation/play about the lake

pollution the user can experiment how to

manage and clean the polluted lake without

previous knowledge of biology and ecology.

However, if you want to be successful in

playing the game, you need to gain

knowledge about the biology and ecology of

clean and polluted lakes.

The virtual environment is represented by

the model of the lake which has inflow of

fresh water, outflow of lake water and the

lake depth is divided into three levels:

shallow, medium and deep. Plants can only

grow in the shallow part of the lake, deeper

there is no light for them even in the

unpolluted lake. The deep part of the lake

contains cold water which almost never

mixes and is vulnerable to accumulation of

toxic agents of pollution as well as

potentially toxic sediments. The border

around the lake contains a virtual farmland

(the source of organic pollution), a factory

(the source of chemical pollution) and a

cleaning plant.

The user can use several vehicles (avatars)

to travel in the virtual reality world. The

vehicles take forms of animals (e.g. a

tadpole for swimming in water), or a

dragonfly for flying in the air. The parts of

the vehicles can be animated (the tadpole

moves its tail in order to show swimming

and the dragonfly flaps its wings to simulate

flying). The user controls the flying or

swimming of a vehicle with the keyboard

keys.

The whole world contains Havok physics

simulation and is collision sensitive where

desired (for example the avatar always

collides but its whiskers never collide).

There is possible to “fire missiles” from any

vehicle. When the missile hits a relevant

target, some action is evoked as the result.

For example, when underwater, a water

plant starts to grow there in order to help to

make cleaner water. But if the user fired the

missile too deep, where there is no light,

then also no plants can grow and so firing

the missile was ineffective.

The objects – sources of pollution like the

farmland or the factory – produce pollution.

Pollution is modelled as quantum spheres of

“pollution units” which are produced by the

polluting agent and enter the lake. If heavy

enough they might fall on the bottom and

increase the degree of pollution. On the



other hand, the water cleaning plant

produces “cleaning spheres” that destroy the

pollution spheres when colliding with them.

So everybody sees the degree of pollution or

cleaning at a glance.

There is available a set of monitors that

show to the user what is happening in the

system. Because acting in the 3D world

needs a lot of attention, the “default”

message display is simply very well seen 3D

extruded text which appears on the top of

the vehicle and slowly floats up and away.

Typically it displays a short message. Since

the text contains many polygons and slows

the performance of the system significantly,

there are allowed only two lines of it. But

the user can decrease the size of the 3D

window and to bring to view additional

screens - “oscilloscopes”, showing the

history of the game. Two oscilloscopes

show the degrees of lake pollution and its

resources, respectively; the other two show

the resources and health of the user.

CISCI (Cinema and Science) project

The project CISCI (Cinema and Science) –

ref is an undertaking to help to raise interest

and to improve public understanding of

science primarily in the young generation.

The primary target groups are teachers and

their pupils. CISCI combines the most

popular media among the young generation,

namely movies and the Internet, to help to

raise the attractiveness of science, to

counteract the widely spread misconceptions

arising from pseudo-science as well as to

raise the pupils’ awareness and sensibility of

gender-biased representations of science and

scientists shown in movies.

CISCI sets up a web-based platform

containing scientifically relevant and

interesting video clips about 1 to 3 minutes

long from popular movies or documentaries

together with didactical scientific

explanations and analyses. This includes

also pseudo-scientific themes, gender-

specific issues, and public ethical and risk

concerns related to science and scientific

achievements. These video clips are

supplemented on the CISCI-platform with

multimedia, interactivity, communication

features, search functions, availability of the

video tapes or DVD’s for the corresponding

movies, and an online-journal about science

aspects in movies. The contents of the

CISCI-platform are available in at least 6

European languages and implemented in and

disseminated through the central CISCI-

platform, the websites of the involved

partners and additionally through already

existing popular educational websites.

Movies as well as the Internet belong to the

most effective media consumed by

European citizens. In the CISCI-project

these two widespread media most popular in

the young generation are combined targeted

at pupils at schools in order

• to help to raise the attractiveness of

science

• to counteract the widely spread

misconceptions arising from pseudo-science

• to raise awareness and sensibility of

gender-biased representation of science and

scientists

• to discuss in public ethical and risk


achievements

The purpose of CISCI is aimed at enhancing

science teaching in schools across Europe

complementing formal curricula. The

primary target groups are teachers and their

pupils. CISCI uses an innovative approach

by combining the most popular media

among the young generation namely movies

and the Internet with the following

objectives:

1. To raise the interest and attractiveness

of science in the young generation

2. To take popular movies and

documentary films as a vehicle to present

scientific concepts and laws to pupils

3. To help pupils to learn to distinguish

between pseudo-sciences presented in

popular movies and scientific laws and ideas

4. To motivate pupils to think critically

about science information presented in

popular movies

5. To help pupils to learn where the

borderline between verified and untested

science lies

6. To overcome gender-stereotyped

representations of science and scientists and

encourage especially female students to

engage with scientific careers

7. To address public ethical and risk


achievements



8. To attain the widest possible

dissemination of the CISCI using the

possibilities of the Internet

CISCI sets up a web-based platform

containing scientifically relevant and

interesting video clips about 1 to 3 minutes

long from existing popular movies and

documentaries together with didactic

scientific explanations and analyses

including pseudo-scientific views, gender-

specific issues, and public ethical and risk


achievements related to science and

scientific achievements. These clips are

supplemented on the CISCI-platform with

documentaries, multimedia, availability of

the video tapes or DVDs of the

corresponding movies, interactivity,

communication features, search functions

and an online-journal about science aspects

in movies. The dissemination are carried

with the help of the CISCI-platform, the

websites of the involved partners and

additionally through already existing

popular educational platforms amounting to

totally at least about 20 different European

educational platforms and websites. With

the help of these dissemination activities at

least 100.000 users in 9 European countries

are reached. Production of an offline DVD

(or several) as material for use in schools

with limited bandwidth or even for private

households.

The average age of European scientists is

growing continuously because of

demoscopic reasons as well as the careers

choice of the young generation. However,

for the European research area and the

connected affluent society it is of utmost

importance that a sufficient number of

qualified persons leaving the educational

sector in the area of science and technology

exist. The vocational choice is most notably

stamped by opinion forming factors and

experiences in the primary and secondary

educational sector. However, recent analyses

reveal that the falling interest among young

people for science studies and careers can be

attributed in large part to the lack of appeal

of study courses at school. Science is

perceived as uninteresting and difficult, and

so it is not surprising that young people

acquire a negative attitude towards it. More

than half of the Europeans (59.5%) think

that first of all, science lessons at school are

not appealing enough.5 Especially the raise

of the number of female researchers and

female scientists has been pointed out as a

primary task of EU-policies. New analyses

show that the decreasing interest in scientific

studies and careers is partially due to the

insufficient attractiveness of scientific

school subjects as well as to the missing

scientific “role-models” especially for girls.

Pupils spend a considerable amount of their

leisure time watching movies by going to

cinemas or by watching television, video

tapes and DVDs. Therefore, it is clear that

this offer of the entertainment industry has a

large impact on the views and mental

attitude of the young generation. The

relevance of this behaviour with respect to

the attitudes of science is a double-edged

sword. On the positive side it can raise the

interest and attractiveness of science, on the

negative side it may lead to serious

misunderstandings and faulty knowledge of

science. Many blockbusters of the movie

sector are related in some way or another to

scientific subjects or undertakings. On the

other side they include often elements that

are related to or even pure pseudo-science or

science fiction. It is one of the aims of

CISCI to aid teachers in the classroom to

disentangle these two aspects shown in

popular movies.

It is well documented that most of the public

including the young generation has only a

minor interest in an understanding of

science. In fact, it is even worse, because

most of them cannot distinguish between

science and pseudo-science, and have not a

clear concept of science in their every-day

lives. There may be many factors of this

limited scientific literacy including social

and economic conditions. However, many

scientists strongly believe that the media,

and in particular the entertainment industry,

have a large influence with respect to the

interest and attractiveness of science, and

are at least partially responsible and a source

of the public’s misunderstandings and faulty

knowledge of science. In popular movies

scientific issues are sometimes not dealt

with in a correct manner, and they contain

often pseudo-scientific or para-physical

themes that are only partially related or even

contrary to scientific processes and laws. A



wide public and also pupils who watch

television or films with pseudo-scientific or

para-scientific themes do not interpret all

events as entertainment based upon fiction

and tend to take them as real or at least

within the reaches of science.

This unchallenged manner in which

entertainment industry portrays pseudo-

scientific and para-scientific phenomena

should excite great concern in the scientific

and societal communities. This fact does not

only amplify the public’s scientific

illiteracy, but puts at risk the public’s

attitude towards science in general. As a

consequence the possibility is enhanced that

decision makers and opinion leaders our

society could inadvertently causes serious

damage to science simply through ignorance

and misunderstanding. Furthermore, such

influential figures can obtain aversions

during school time against general and

specific issues related to scientific

achievements and progress influencing

possibly their decisions in the scientific and

technical sector in an unjustified negative

manner.

The impact of popular movies with respect

to the scientific literacy of the public can be

enormous compared to other media and

specific educational efforts. One striking

example can be taken from the

“Eurobarometer Survey” testing the

scientific literacy in all member states of the

EU. It was found that that the scientific

literacy remained practically the same for all

subjects between the years 1992 and 2001

with a notable exception: the knowledge on

dinosaurs had increased by almost 10%.

This is probably due to the hype activated by

the blockbuster “Jurassic Park” by Stephen

Spielberg.

The Internet allows the most wide-spread

dissemination. However, the use of the

Internet for educational purposes does not

automatically guarantee a wide-spread

impact. In the CISCI-project there are at

least three factors that should enhance its

impact for teaching sciences at school. All

the relevant and necessary content,

information and tools can be found on the

web-based CISCI-platform, making it to the

one-stop shop for movies and science thus

facilitating the work of teachers. The second

factor is the use of combination of the films

and the Internet that are both universally

enjoyed especially by the young generation.

The third factor is that CISCI is available on

numerous educational websites in the native

languages of the involved partners being

indispensable for the use in most European

schools.

Some tools that we use in our work

After 10 years of experience with authoring

in Virtual Reality Modeling Language

(VRML) –ref we have been developing a

virtual reality environment in Macromedia

Director. VRML and its successor X3D are

extremely cleverly built environments and

we are very fond of using them. They are

maybe the best tools for open code based

projects, but they lack the more advanced

graphical and functional features that are

characteristic for the computer games that

our children like to play. So we also

“upgraded” to Director because it has a very

good virtual reality engine as well as being a

professional authoring platform for

multimedia. The virtual reality part of

Director also contains the Havok physics

simulation for rigid bodies. This means that

the objects can possess the mass, velocity

etc. and can be connected with springs. So

the animation and simulation becomes much

more elegant to create. The first step in the

world creation – the virtual reality models

we used to produce with another tool called

Zbrush (Pixologic 2006) and Plasma

(Discreet 2006) . The final textures and the

functionality of the 3D world are then

composed in Director. We also use

Macromedia Flash environment along with

Director. In Flash we often program the

game engine because the Flash action script

is more comfortable to author than the

Director programming language and even

more important – one can make the Flash

game a standalone project and then (if he

observes the simple rules for the interface)

he can just drag and drop the Flash file into

the Director. So in Director this same Flash

game starts to live in the virtual reality

world.

The above technical description illustrates

also how different members of our

community can each provide some part (3D



model, nice picture or video, Flash code etc)

and these parts can then be readily fused into

the Director virtual reality world.

There are several kinds of virtual reality.

From the most demanding, which can be

used only with special computers, to the

ones that can be used on an ordinary desktop

or laptop played from its hard disk and “the

lightest” which can be readily accessed from

the internet. For example, a functional

model of the human ear in VRML is only

about 100KB large file size. This is because

it uses the clever way of VRML

programming where e.g. a cone is not

defined by the coordinates of its vertices, but

simply by writing the word “cone”. Our

fully functional environment for the VR

game Rgames (Radiation games in virtual

reality, containing tens of models and lots of

code) is about 20 MB large when the images

(=textures) are of very low resolution.

Improving the quality of images so that the

pictures become nice produces the file of

about 90 MB.

A good strategy is to combine all of the

above techniques in a clever way.

C++,Java, Maya and 3DS Max

The programming languages like C++, Java

and Java script are the basics of

programming. One should be aware when

using them that this is very demanding

work, for which you never know how long it

lasts because you can encounter problems in

your code which can be sometimes fixed

soon, or it can last days of debugging to find

the bug, which is often just a single wrong

line of code… Alias Maya and 3DS Max are

difficult to use for the beginners besides

being expensive tools. In short, the topics of

this chapter is not to discuss these highly

professional tools but rather write about

simpler and cheaper tools that are more

suited for the “amateur” VR authors.

VRML

VRML (VRML 2006) is the classical

modeling language. Although it is now more

than 10 years old (hence its name VRML97)

and in the meantime declared to be dead for

several times, it is still very important and

used. You can use it in its classical form

which is called VRML97 or in its

“reincarnation” which is called X3D. The

latter is now intensively developed and let’s

hope it will become widely used and

popular. VRML or X3D is written in plain

text like HTML and has the nature of open

source. You describe the models, materials

and animation with simple text. So you can

write only a few bytes of code to produce

quite a nice scene. The problem is that

VRML typically needs a browser plugin to

be rendered on your platform. The plugin is

small (e.g. Cortona –ref less than 2MB) and

you get it of course for free. However, it can

well happen that somebody who visits your

web site with its VRML worlds, does not

take time to download the plugin and so sees

nothing of your creations. A workaround is

to use the java applet like Blaxxun or

Shout3D as shown on the fig.8. instead of

the VRML plugin. The java applet is a part

of your code and so the user sees (if he has

the java enabled on his machine) your world

without downloading anything.

Unfortunately there are rumors that lost of

users do not have java enabled and so my

recommendation is to show on your web site

first of all the pictures or Flash –ref

animations, obtain this way the interest of

the user and then invite him to look at a

VRML world or to download a larger virtual

world of high quality done e.g. in Adobe

Director.



Figure 8. Web3D visualization of the marsh called “Barje” near Ljubljana, Slovenia.

Z-Brush

Z-Brush (Pixologic 2006) is a 3D modeling

and “2,5D” painting tool. It is very

interesting and I recommend it to the artists

who like to discover. Its idea is to paint

originally in 3D (with high quality models

with large number of polygons, materials

and textures) and then convert the artwork to

the 2D picture. Alternatively, there is

possible to export the models in the Alias

(obj) or Autocad (dxf) format (Alias 2006,

Autocad 2006)–ref. In case of obj you can

export the texture as well. Zbrush offers the

unique user-friendly possibility to paint the

textures on the 3D models. You can also

import a model into Z-Brush, paint it and

export it back. For modeling Zbrush offers

also “3D painting” on the surface. As you

draw on the model surface with your brush,

you push down or elevate the surface

polygons. So you can make very nice details

in a short time. Alternatively you can model

with “Z-spheres” (fig.9) to produce models

which can then be skinned. It looks like that

the Z-Brush was made by a very clever

author who created the missing link between



the classical 3D modeling tool like Maya or

3DSMax and the painting program like

Adobe Illustrator or Photoshop. The

consequence of this genial approach is also

that the user interface is something much

special, very nice and user friendly, but

much different from the interfaces we are

used to in other programs.

Figure 9. Modeling a a shark for our VR world of Flash movie. We produce first a model in the Zbrush (upper left) which then gets

the skin and is painted as seen on the upper right. The model is then exported into the Plasma where it receives the bone animation.

This model can then be exported to Flash as an animated cartoon or as a virtual reality animated model.

Producing the terrain

Producing terrain for your virtual reality

world can be achieved also without any

special software. First you scan or

photograph the map of the terrain you intend

to model. Then paint with the same grey

level the regions that have the same

elevation. For example, the sea level can be

painted black, the 100m above sea grey and

300m white. More grey levels means more

detailed terrain. Then soften the image to

obtain nicer relief and import it into the NIH

Image, a free image processing program

(NIH Image 2006). NIH Image can export

the image as ASCII characters, which can be

then with small adjustments imported into

VRML as the indexed face set or the

elevated grid. You have obtained the 3D

relief of your terrain. Finally put on it the

texture and here is the virtual reality world

based on the real terrain taken from a map.

Terragen

If you do not need to reproduce an existing

terrain, there is a simple and very nice tool

named Terragen (Terragen 2006). It

produces randomly based (fractal)

landscapes with water, vegetation clouds

and sun (fig.10)! The creation process can

be almost automatic or finely controlled

with numerous possible adjustments. For

example, you can influence which parts of

the terrain are covered with vegetation by

defining the altitude or the steepness of the

terrain as the limit for growing the

vegetation. You can use Terragen to produce

the background of your virtual worlds. You

make several screen shots of the landscape

created with Terragen, join the images into

the panorama and bring this panorama as the

backround of the VR world. When, for

example, the water level rises during an



educational game (e.g. because of the global

warming), the background images are

replaced by the ones containing higher and

higher water level. The water simulation in

Terragen is very simple and effective task.

Figure 10. The view of a purely virtual fractal (randomly generated) landscape with lake (above) and after being flooded with virtual

water (below).

Brand Worlds Tools

Brand Worlds Tools (Brand Worlds Tools

2006) is a program where you can produce

nice looking human beings (or optionally

also other creatures) without any

programming. It can be regarded as a

smaller brother of the much more

professional Poser (Poser 2006). The output

is a Flash format file (swf) or image (jpeg or

animated gif etc) file. There are several

already modeled characters whose body

proportions, skin, clothing and many more

can be varied. You then add from the menu

the kind of motion or gesticulation you

prefer. Alternatively you can compose your

own gesture and use it the same way as you

use the factory-made ones. There is also

possible to compose the 3D background

surrounding, where your actors live. The

user interface is a very user-friendly drag

and drop system, which can be edited and

fine-tuned also later on. This is a very

appropriate tool for the “target population”

of this chapter. Simply make your own

character without knowing anything of

computer programming. The things that are

still missing is sound and the export to

virtual reality world. You get “only a

movie”, but it can consist of several layers

(one for head, one for body etc).



Plants in VR worlds

Plants are beautiful and the main themes of many

artworks and botanical studies. The technology

of virtual reality enables us to produce them

artificially in the (educational) virtual

environment and to travel through their interior

microstructure discovering and redefining their

structure and function. The user can – through

his avatar – enter the plant interior e.g. through

its stomata, discover the structure of the leaves,

enter the process of the photosynthesis and if he

wishes so, modify it as well as modify the color

of chloroplasts and color pattern of the leaves.

Also the shape of the leaves can be changed or

shaped by the user. The user constructs his

“own” plant, but this one becomes also the

simulation of a living one that needs to perform

effectively in the ecosystem. So the shape of the

leaves influences its survival in heavy rain, the

way the leaves are coated influences the

performance when the water supply is lacking

etc. There is also a user – friendly computer

program that help us to make 3D plant models

(Fig.11).

Doing art that needs to live in a virtual world

means combining our imagination with the

technical reality, it is testing our dreams in an

almost real world.

Figure 11. The PlantStudio program (PlantStudio 2006) makes possible to create 3D plant models and even lets them evolve and age in the time. As shown on the picture above, one does not model the plant from scratch as he needed in case of a general 3D modelling

program. There are menus which enable us to build the plant according to the botanist’s way of thinking and terminology. The models

(3D meshes with colours) can be exported in several 3D formats (e.g.VRML) or as 2D pictures or movies.

V. FUTURE TRENDS

There is a very intensive work in the X3D

community. Let us hope that X3D manages to

become the standard of web3D and widely used.

Or maybe the explosively growing multiuser

platform Second Life –ref will become the most

popular web3D world?



We are now in a transitional period maybe

comparable to the time when people switched

from handwriting to printing the books. Internet

– the “new printing machine” has grown

immensely in the last years. It has a great

educational impact. There is educational

multimedia, virtual reality and other interactive

modern educational tools or products, but

somehow they have not reached the impact as

they should deserve. There is lacking something

essential in the modern educational software. I

imagine this as the situation that took place in

the pioneer days of aviation. There were many

curious types of airplanes, but until the brothers

Wright built the first really effective plane, only

a small number of people were really convinced

that flight would become the No.1 way of long

distance transport in some years. Maybe the

present status of the educational web software is

somewhere short before the crucial

breakthrough. So let us “discover the plane” as

the global community in the global sense as the

internet is, let us join efforts in art, science and

education to produce tools that through modern

computer and internet technology enable much

more fast and effective learning as it is possible

now.

VI. CONCLUSION

How to enter the world where you intend to

learn or to play? We all know the classical

access to the web. You open the site you

want or search with some searching engine.

Ok with this, and what then? Typically you

“land” in some web portal which is

informative, nicely designed but not much

different from a paper book with the

exception of some animations. Just the right

design for those who want to find

information the same way as if they went to

a classical library. On the other hand, if we

want to creatively learn in an intuitive way,

we can also try some other interface.

Probably instead of text links why not to put

interesting sounds or colors? Or colored

pseudo - random patterns? Fractal

landscapes, always different where we

decide where to land and to continue our

journey from that part on. So we are not

guided by our logical thinking when surfing

the web, but instead by our intuition. Where

does us then lead such an intuition? How to

establish a web site that receives the input

from our intuition and then brings us to the

web page that our intuition asked for? One

of the way is to apply the psychological

studies and produce an intelligent model, but

the other is to ask the users themselves to

help create the model. Simply by giving

them a number of links (a link palette) at

each time (fig.12). The links can also be the

pseudo-random patterns (fig.1) like abstract

paintings, that can be of course animated

and accompanied by sound. The way many

users go is tracked by the server and so later

on it is possible to statistically evaluate the

users’ responses in order to find out if there

exist some rules which can drive some

model. It were quite interesting to see if all

this is just a noise or if there exist some

rules, maybe also different in different

cultural surroundings?



Figure12. When we travel in a virtual reality world or in the virtual world of our mind, we typically have a goal or at least we intend to follow some path. The visualization of this path and its milestones is one of the very important tasks of the virtual reality world

designer. Here are some slides from different parts of the world to illustrate the real paths in order to help us creating effective virtual

ones. (The first row: Malta, Helsinki and Pireaus; second row: Great Wall, China and Wien). So we use our memories from the real world that help us learn faster in the virtual world. A clearly set guiding path in an educational virtual reality world makes easier for us

to remember facts that are difficult to learn. For example, if the Great Wall towers in the VR world bear the models of mRNA,

ribosome and Endoplasmic reticulum, the student could remember these cell organelles faster as when reading a classic textbook.

Flower field as a multi-user

environment, this idea is definitely not

new. One station or “landing place” on

this world is a flower, where your avatar

lands and can enjoy the landscape view

and start to learn about the geology like

rising and eroding of mountains or leave

the view around and enter the interesting

world of botany – discover the flower

where you stand or deep into its internal

structure down to the molecular level.

Enrich the cool computer world with

slides and videos of your own. Pack this

high-tech slide show as the executable

file and send it to the friends. Make fun

by producing your or friend’s portrait in

3D model e.g. with the help of the Poser

program (Poser 2006).

Computer generated models and

landscapes often give a cold feeling.

With simple modeling it is difficult to

overcome this problem. One needs to be

a good professional and excellent artist

to give the virtual models the warm,

personal touch. As most of us are not so



skilled, the first way to overcome the

coldness is to combine the computer

graphics with our “hand made” photos

and videos.

In the virtual reality (VR) world you are

represented by a creature that moves

around and the camera, which is your

eye in the VR world, follows it. I prefer

to fly instead of walk since this way I

can make a much better use of the 3D

environment. When flying around, you

can study and influence the world

around you. You can be accompanied by

an invisible (or visible) teacher who

gives you suggestions at certain places.

Of course you can (temporarily) switch

to the classical web environment to get

more information. You can fire

“projectiles” like trees, photons or

measuring devices to interfere with the

world and start simulations. The objects

in the world are simulated real physical

objects obeying the physical laws for the

rigid bodies (Havok dynamics). The

objects can be also connected by

invisible springs which pull certain

objects together and the friction among

the objects can be set as desired. For

example, one can produce a simple

game where the student has to hit with

his projectile the model of the famous

predecessor of the modern birds -

Archaeopteryx that lies in a bunch

together with other models of the bird

like dinosaurs and more modern birds. If

the hit was right (the student showed

that he knows the Archaeopteryx), the

friction among the models is reduced

and the preset springs automatically

establish the development tree of the

birds. Don’t worry for the bones to get

entangled – the models are surrounded

by the invisible bounding spheres which

makes them appear to the physics

simulation engine as simple spheres.

This is just one simple idea. The point

here is that we shall help to establish the

community of scientists, artists and

teachers giving their ideas and so we

together build a portal based on the VR

world produced by experts themselves

for the colleagues, students and broad

audience.

VIII. ACKNOWLEDGEMENTS

Our projects were supported by the

European Union and Ministry of Education

in Slovenia (IST-2001-34204, Minerva

100152-CP-1-2002-1-EE-MINERVA-M,

116947-CP-1-2004-1-SI-MINERVA-M,

FP6-511114).

REFERENCES

Bioanim 2006. From

http://www.bioanim.com Retrieved on

December 15th 2006.

Algorithmic Arts 2006. From

http://www.algoart.com/ Retrieved on

December 15th 2006.

Macromedia 2006 From

http://www.macromedia.com Retrieved on

December 15th 2006.

Ministry of Education in Slovenia (2000)

From http://www.eduanim.com Retrieved

on December 15th 2006.

Pixologic 2006 From

http://www.pixologic.com Retrieved on

December 15th 2006.

Discreet 2006 From

http://www.discreet.com Retrieved on

December 15th 2006.

VRML 2006 From http://www.web3d.org

Retrieved on December 15th 2006.

Alias 2006, Autocad 2006 From

http://www.autodesk.com Retrieved on

December 15th 2006.

NIH Image 2006 From

http://rsb.info.nih.gov/nih-image/ Retrieved

on December 15th 2006.

PlantStudio 2006 From http://www.kurtz-

fernhout.com Retrieved on December 15th

2006.

Terragen 2006 From

http://www.planetside.co.uk Retrieved on

December 15th 2006.



Brand Worlds Tools 2006 From

http://www.brandworlds.com/ Retrieved on

December 15th 2006.

Poser 2006 From

http://www.curiouslabs.com/ Retrieved on

December 15th 2006.



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